Intelligence

1. Intelligence Prepared by Michael J. Renner, Ph.D. These slides �2001 Prentice Hall Psychology Publishing. Prepared by Michael J. Renner, Ph.D. These slides �2001 Prentice Hall Psychology Publishing.

2. Intelligence & Testing: Outline Intelligence Tests The Nature of Intelligence The Great Debates Education Chapter OutlineChapter Outline

3. Intelligence Tests The Stanford-Binet The Wechsler Scales Group Aptitude Tests Are Intelligence Tests Accurate? Are Intelligence Tests Biased? Section outlineSection outline

4. What is Intelligence What are some definitions of intelligence? How can we measure intelligence? Why is intelligence important to Psychology?

5. Intelligence Intelligence

6. What Is Intelligence? Historical views of intelligence: 1. ___________________ 2. Thurstone and Guilford 3. ____________________ 4. Gardner and Sternberg

7. The Stanford-Binet A new type of test, developed by Alfred Binet in 1904 to screen French school ________________________ Translated into ____________________ and adapted for the U.S. by ____________________ of Stanford University ___________________: The average age of children who achieve a certain level of performance

8. Intelligence Quotient Stern (1914) devised the ____________________________________ (IQ) Shifts the focus to the rate of development Allows children of different ages to be compared This ratio no longer used in its literal form

9. Group Aptitude Tests Stanford-Binet, Wechsler, and other scales test _______________________________ Not practical for quick, large-scale assessment During WW I, U.S. Army developed two tests that could be group-administered ___________________for those who could read English __________________________ for all other recruits Group tests are now common ______________________________ (SAT) American College Test (ACT) Graduate Record Examination (GRE)

10. Distribution of SAT Scores Figure 12.5b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Figure 12.5b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.

11. Measuring Intelligence� The Normal Distribution of IQ Scores

12. Are Intelligence Tests Accurate?Criteria for Psychological Tests ____________________________: The procedure by which existing norms are used to interpret an individual�s test score _________________: The extent to which a test yields consistent results over time or using alternate forms ____________________: The extent to which a test measures what it�s supposed to measure

13. Standardization _______________________________________________________________________ Determining typical scores Sampling from appropriate population Determining average score and characteristics of distribution of scores

14. Reliability A reliable test measures something ____________________ Reliability doesn�t address what is being measured Forms of reliability ____________________: Producing similar results on different occasions ____________________: The degree to which alternate forms of a test produce similar results

15. Validity A valid test measures what is claims to measure ___________________________________________________ Assessing validity Content validity Criterion-related validity a.k.a., predictive

16. Raven's �Culture-Fair� Test Visual �complete the series� problems Increasing difficulty, i.e., �progressive� Designed to be free of ____________________________ It is less influenced by sociocultural factors than other IQ tests It is not �________________� Figure 12.6 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Raven, J. C. , Court, J. H., & Raven, J. (1985). A manual for Raven�s progressive matrices and vocabulary scales. London: H. K. Lewis. Figure 12.6 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Raven, J. C. , Court, J. H., & Raven, J. (1985). A manual for Raven�s progressive matrices and vocabulary scales. London: H. K. Lewis.

17. The Nature of Intelligence General Intelligence Gardner�s �Frames of Mind� Sternberg�s Triarchic Theory Section outlineSection outline

18. General Intelligence Factor Analysis Infant Measures and IQ Neural Speed and Efficiency Multifactor Models

19. Spearman�s Theory of Intelligence Spearman theorized that individuals differ in _________________ (g) To explain why correlations among tests are not perfect, he theorized that each test score is also affected by ___________________________________ being tested Figure 12.7 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Figure 12.7 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.

20. Spearman�s �g� Factor Spearman proposed a _____________________ (g) All-purpose ability Underlies all mental ability __________________ (s) Abilities particularly relevant to this task or some part of it g and one or more s�s contribute to performing any particular task

21. Neural Speed and Intelligence Recorded time required for brain to react to visual stimuli Ordered subjects from slowest (1) to fastest (5) Subjects with higher conduction speed also had higher scores on an intelligence test Figure 12.8 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Reed, T. E., & Jensen, A. R. (1992). Conduction velocity in a brain nerve pathway of normal adults correlates with intelligence level. Intelligence, 16, 259-272.Figure 12.8 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Reed, T. E., & Jensen, A. R. (1992). Conduction velocity in a brain nerve pathway of normal adults correlates with intelligence level. Intelligence, 16, 259-272.

22. Gardner's Frames of Mind Seven independent modular systems: Linguistic intelligence Logical - mathematical intelligence _________________________ _________________________ Bodily-kinesthetic intelligence Interpersonal intelligence __________________intelligence

23. Sternberg's Triarchic Theory __________________ - a.k.a. �Components� Comparing, analyzing, and evaluating. This type of processes correlates best with IQ __________________- a.k.a. �Experiential� Inventing or designing solutions to new problems. ____________________ - a.k.a. �Contextual� Using (i.e., applying) the things you know in everyday contexts.

24. Questions Do you really think that we will ever be able to measure a construct as robust as Intelligence with a test? And when we do, what can we really predict with it, and what SHOULD we use them for?

25. The Great Debates Nature and Nurture The Racial Gap Sex Differences Section outlineSection outline

26. An Example of Genetic Vs. Environmental Influences on Intelligence

27. Nature's Influence on IQ Scores The greater the ______________________ between two individuals, the more similar are their ______________________. This suggests a genetic component to intelligence Figure 12.10a from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212, 1055-1059. Figure 12.10a from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212, 1055-1059.

28. Nurture's Influence on IQ Scores All other things being equal, two individuals raised together will have more similar IQ scores than those raised apart. This is evidence that the _________________________________________________ in important ways. Figure 12.10b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212, 1055-1059. Figure 12.10b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Bouchard, T. J., Jr., & McGue, M. (1981). Familial studies of intelligence. Science, 212, 1055-1059.

29. Effects of Schooling Children from comparable schools One with 180-day year One with 210-day year Children began study performing similarly At end of study, extended-year children performed better on math (shown) and reading Figure 12.11b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Frazier, J. A., & Morrison, F. J. (1998). The influence of extended-year schooling on the growth of achievement and perceived competence in early elementary school. Child Development, 69, 495-517. Figure 12.11b from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Frazier, J. A., & Morrison, F. J. (1998). The influence of extended-year schooling on the growth of achievement and perceived competence in early elementary school. Child Development, 69, 495-517.

30. Scores of Future College Grads Cognitive test scores from grades 8 � 16 Future graduates only Initial gap between black and white students was very much narrowed by the end of college Education has a vital equalizing role Letting each realize their potential

31. Explaining Group Differences Within a group with all treated exactly the same, differences may reflect _______________________. When one group differs from another, the differences may reflect ______________________________. Figure 12.12 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source: Figure 12.12 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Source:

32. Culture and Achievement American students spend less time in school and studying than Taiwanese or Japanese students Figure 12.13 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. Figure 12.13 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.

33. Sex Differences in Intelligence Girls outscore boys on ______________________________________ Girls are better at _________________in grade school, but boys surpass them by junior high school Males outperform females on ________________ tasks The correct answers are 1(a) and 2(b) Figure 12.15 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall. The correct answers are 1(a) and 2(b) Figure 12.15 from: Kassin, S. (1998). Psychology, second edition. Upper Saddle River, NJ: Prentice Hall.

34. Education Giftedness Mental Retardation The Self-Fulfilling Prophecy Section outlineSection outline

35. The Intelligence Controversy�Extremes in Intelligence Mental Retardation: IQs of ___________and below Mental Giftedness: IQs of ___________ and above

36. Extremes of Intelligence Mental Giftedness Intelligence substantially above average Different criteria are used in different settings Mental Retardation Organic vs. Cultural-familial retardation Descriptive terms: ____________(IQ between 50-70) _____________(IQ between 35-49) ____________ (IQ between 20 and 34) ______________ (IQ less than 20)

38. Self-Fulfilling Prophecy ________________________________________________________________ Teachers with low expectations may settle for less If students are told a test is important, they may respond by performing either better or worse African American students are aware of negative stereotypes Vulnerability to stereotype undermines performance Figure 12.17 from: Kassin, S. (2001). Psychology, third edition. Upper Saddle River, NJ: Prentice Hall. Source: Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.Figure 12.17 from: Kassin, S. (2001). Psychology, third edition. Upper Saddle River, NJ: Prentice Hall. Source: Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.